Knowledge Hub

The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status...

These guidelines for early childhood teacher development and management focus largely on the years of education immediately prior to formal primary schooling, which are more and more commonly...

This webinar on Crisis-Sensitive Planning in Emergency and Displacement Situations will build on the Guidance Note on Developing a Crisis-Sensitive Teacher Policy, jointly developed by UNESCO, UNHCR...

Report for the Technical Meeting on the Future of Work in the Education Sector in the Context of Lifelong Learning for All, Skills and the Decent Work Agenda (Geneva, 17–21 May 2021). This report aims...

Introductory presentation of the Early Childhood Education and Care thematic group. It describes the 2021 workplan of the group, the partners involved and the future plans.

UNESCO, its International Institute for Capacity Building (IICBA) in Africa and the Teacher Task Force (TTF), are organizing a series of seminars in 2021 for national policy-makers and other relevant...

Education can be a powerful tool to transform harmful gender norms and stereotypes and address sexual and gender-based violence. Yet, in South Sudan women, men, girls and boys all face distinct...

Teachers around the world are likely to encounter students with varied backgrounds and experiences, strengths and weaknesses in their classrooms. The paper reviews the literature and available data on...

SDG 4.c calls for increasing the supply of qualified teachers while many countries face teacher shortages. Using TALIS 2018 data, this article argues that the problem is two-fold: increasing the...

In Latin America, as in other regions of the world, the expansion of education coverage has led to concern about safeguarding the quality of instruction. In particular, the selection, training, and...

For the first time in the history of global education goals, the United Nations Sustainable Development Target 4c specified the increase of qualified teachers as a means to achieve important...

The OECD DAC’s Network on Development Evaluation (EvalNet) adapted definitions for the five DAC evaluation criteria and added one new criterion – coherence – in 2018 to advance the 2030 Agenda...